Sample for teaching physics concepts using real-life examples are listed and teaching materials of an example module on diffraction is provided. Comments on using such teaching materials are also given.

A report on the European Union Physics Colloquium related to aspects of physics education such as curriculum planning, contents and contexts in the curriculum, assessment and other relevant issues.

A report illustrates how the contextual approach can be applied in the teaching of physics at the Advanced level.

The contents of a SLIPP unit, Physics Phones Home, are introduced. The teaching of physics concepts such as electromagnetism, electric, magnetic and gravitational fields, electricity and circular motion with contexts are discussed.

The author discussed the significant factors leading to the reform of the physics curriculum and identified the essential components of the new curriculum.

This article gives an introduction to a new physics curriculum using the contextual approach. Supportive teaching materials for the approach are also mentioned.

Criteria for choosing proper contexts for teaching physics are discussed and examples of context-based learning on the context of energy and environment are introduced.

This article gives the criteria for the design of a new physics curriculum.

Implementation of new components into the current curriculum and sample context for teaching physics on ionizing radiation is mentioned. Different styles of teaching using the contextual approach are discussed and evaluated.

The structure of the school system, the objectives, contents and other aspects, such as equipment and teachers training, of physics education in Germany are discussed.

This study reports on the development and testing of a curriculum using Play-Oriented Instruction in Germany.

This paper describes how a new learning environment was developed. The learning styles of this environment are interactive programs, writing, and peer evaluation. 30 aged 20-30 students are involved. The data suggested that students become more actively involved and more responsible for their own learning after the course.

This paper is an integrated research review. It suggested that western science curricula in non-western countries are ineffective. Science is 'unfit' to the language, culture and beliefs of many non-western students, and cultural meanings are embedded in the western language of science education.

Students' performances on STS learning by four different assessment methods were evaluated.

The article discusses what a successful assessment of a new physics curriculum should be.

The article points out the interrelationship between the curriculum and the assessment.

Information on a new physics syllabus for advanced level physics using contextual-based approach, the Salters approach, is provided. Useful sample teaching materials are introduced and the contents of such syllabus are discussed in detail.